celt a course book santiago 2013

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CELTA Course Contents Introductory Information ……………………………………………….. 2 Welcome …………………………………………………………………… 2 Time Management and Overview of Timetable.….………..………………. 2 Organisation and Supplies …………………………………………………. 3 Tutors and Course Participants ……………………………………………… 3 Professionalism ……………………………………………………………… 3 The CELTA Course Programme …………………………………………… 4 The CELTA Course Overview ………………………………………………. 4 The CELTA Syllabus …………………………………………………………. 4 Teaching Practice …………………………………………………………. 6 Lesson Planning ……………………………………………………………. 7 Assessment ………………………………………………………………….. 7 Tutorials ……………………………………………………………………….. 7 Candidate Portfolio ……………………………………………………………. 8 Observations of Experienced Teachers …………………………………… 8 Written Assignments Overview……………………………………………….. 9 Assignment 1 ………………………………………………………………… 10 Assignment 2 ………………………………………………………………… 19 Assignment 3 ………………………………………………………………… 25 Assignment 4 ………………………………………………………………… 29 Internal Complaints Procedure …………………………………………….. 32 Cambridge ESOL Complaints Procedure …………………………………. 32 Appendices ……………………………………………………………….….. 34 Lesson Planning Help ………………………………………………………… 35 Hot Feedback Template ………………………………………………………. 40 How to Get the Most from Your Intensive CELTA Course ……………. 41 CELTA Assessment Criteria ………………………………………………… 44 Glossary of CELTA Terminology……………………………………………... 48 Book List ……………………………………………………………………… 53 FAQs …………………………………………………………………………… 55 Welcome to the CELTA with The British Institute in Santiago. We hope that, despite the intensity of the course, you enjoy your time here and leave feeling you have learned a lot and are much better prepared for your teaching career. You will be given a lot of information over the course and it can be a bit 1

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Page 1: Celt a Course Book Santiago 2013

CELTA Course

Contents

Introductory Information ……………………………………………….. 2Welcome …………………………………………………………………… 2Time Management and Overview of Timetable.….………..………………. 2Organisation and Supplies …………………………………………………. 3Tutors and Course Participants ……………………………………………… 3Professionalism ……………………………………………………………… 3

The CELTA Course Programme …………………………………………… 4The CELTA Course Overview ………………………………………………. 4The CELTA Syllabus …………………………………………………………. 4Teaching Practice …………………………………………………………. 6Lesson Planning ……………………………………………………………. 7Assessment ………………………………………………………………….. 7Tutorials ……………………………………………………………………….. 7Candidate Portfolio ……………………………………………………………. 8Observations of Experienced Teachers …………………………………… 8Written Assignments Overview……………………………………………….. 9Assignment 1 ………………………………………………………………… 10Assignment 2 ………………………………………………………………… 19Assignment 3 ………………………………………………………………… 25Assignment 4 ………………………………………………………………… 29Internal Complaints Procedure …………………………………………….. 32Cambridge ESOL Complaints Procedure …………………………………. 32

Appendices ……………………………………………………………….….. 34Lesson Planning Help ………………………………………………………… 35Hot Feedback Template ………………………………………………………. 40How to Get the Most from Your Intensive CELTA Course ……………. 41CELTA Assessment Criteria ………………………………………………… 44Glossary of CELTA Terminology……………………………………………... 48Book List ……………………………………………………………………… 53FAQs …………………………………………………………………………… 55

Welcome to the CELTA with The British Institute in Santiago. We hope that, despite the intensity of the course, you enjoy your time here and leave feeling you have learned a lot and are much better prepared for your teaching career. You will be given a lot of information over the course and it can be a bit overwhelming at times. The following is meant to be a guide to the course that you can refer back to as needed. It also includes tips for you on how to get the most out of your CELTA and make it a more rewarding experience.

Time ManagementThe 4-week CELTA course will place a lot of demands on your time. As a rough estimate you will spend about 120 hours in the classroom plus an additional 80 hours working on CELTA related homework and tasks. This works out to

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approximately 50+ hours a week that you will need to devote to CELTA. A basic CELTA day follows the schedule below:

o 12.00 -12.45 Feedbacko 12.45 -1.00 Breako 1.00 - 2.15 Assisted Lesson Planningo 2.15 – 3.15 Luncho 3.15 – 4.30 Input 1o 4.30 – 4.45 Breako 4.45 – 6.00 Input 2o 6.00 – 6.30 Breako 6.30 – 8.30 Teaching Practice

As you can see, every day is going to be very busy. Please help us stick to the scheduled times by arriving promptly for the start of each session. Both morning and afternoon breaks are only 15 minutes long – but please do make sure you take a break at these times and avoid the temptation to keep working.

In addition to the daily timetable you also need to schedule time for:

4 written assignments Lesson planning for 8 formally observed lessons Liaising with other TP group members on lesson planning

It is important that you manage your time effectively and don´t leave things to the last minute. Stress levels on the course rise as the workload piles up and candidates feel exhausted and overwhelmed. Candidates who are able to stay on top of the workload are often more successful and have a more enjoyable experience on the course. You have been warned...do not leave your assignments until just before the deadlines (you may have to plan a lesson on the same evening!) You can make a start on assignments straight away (they are included in this booklet).

Organisation / SuppliesAlong with managing your time, it´s also important that you stay organised and file your handouts as you receive them. We recommend that you buy a ring binder to do this and it is recommended that you also use file dividers to organise your notes. Possible headings include:

Course Administration Lesson Planning / Frameworks (PPP, TTT, etc..) Teaching Skills (Classroom Management, Error Correction, etc.) Language Lessons (Grammar, Vocabulary, Phonology, Functional Language) Skills Lessons (Reading, Listening, Speaking, Writing) Learning and the Learners Language Awareness (grammar points from research and input) Teaching Practice (copies of taught lessons) Observations (notes from observations of experienced teachers) Miscellaneous (Testing, etc...) Professional Development

We will also provide you with board markers for the whiteboard and a plastic wallet file for your portfolio. Plain white paper is also provided for (black and white) printing and photocopying. You are expected to provide any other supplies you need for the course or for teaching.

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Course ParticipantsYou are expected to work closely with your course tutors as well as the other course candidates throughout the duration of the CELTA. As this is a very group-orientated course, it´s important that candidates work well with each other. Groups where candidates are helpful and supportive of each other often have the best experience on their CELTA. Please remember that everyone comes to this course with different personalities, needs and wants. Try to be tolerant and understanding of each others’ differences and helpful when a colleague is going through a rough time. But most of all, enjoy each other’s company. You will be going through a very intense, challenging experience with these people, and often CELTA candidates end up being good friends long after the course is done.

Course Tutors

Cathy Poole (Main Course Tutor)Ben Hughes (Assistant Course Tutor)

We are here to help you through the course and ensure that you feel confident going into a classroom once the course is done. You have private tutorials scheduled during the course, but if you have concerns at any other times, please feel free to talk to us.

ProfessionalismYou are expected to conduct yourself as a professional throughout your time on the CELTA course. A professional trainee:

attends 100% of the course and arrives 5 minutes early for Input and TP calls to inform tutors of lateness or illness produces assignments that are carefully written, well-presented and on-time is independent and doesn´t rely too heavily on help from tutors plans ahead as much as possible and does not use TP time for writing future lesson plans is prepared to experiment in the classroom and learn from mistakes understands the tutor’s role is to guide and support trainees but not to spoon feed them able to take on board their tutor’s and colleagues’ feedback and put it into practice is able to assess his/her strengths and weaknesses objectively liaises regularly with their TP group and supports group members throughout the course offers constructive criticism to colleagues during TP feedback

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The CELTA Course Overview

The CELTA is the most widely recognized teaching programme worldwide. This is an initial teaching programme geared toward people who have little or no experience teaching, or those who have been teaching but have had no training. One month is obviously a short period of time. This course is meant to give teachers the basic tools to feel comfortable in a classroom, although it is assumed that they will continue to develop after completing the course.

The CELTA differs from a TEFL in that ‘TEFL’ is a generic term for ‘Teaching English as a Foreign Language’. The CELTA is a specific course authorized through Cambridge ESOL (the exams branch of Cambridge University). Every CELTA course worldwide must follow the same syllabus and candidates must participate in the same hours of teaching and observations. The CELTA is trusted by institutions, because if a teacher has a CELTA, they know exactly what training that teacher has received and that the course is of good quality and independently moderated.

The CELTA SyllabusThe CELTA syllabus is comprised of the following: UNIT 1 – LEARNERS AND TEACHRS AND THE TEACHING AND LEARNING CONTEXTCultural, linguistic and educational backgrounds

Motivations for learning English as an adult Learning and teaching styles Context for learning and teaching English Varieties of English Multilingualism and the role of first languages

Language analysis and language awareness Basic concepts and terminology used in ELT for describing form and meaning in language and language use Grammar – Grammatical frameworks: rules and conventions relating to words, sentences, paragraphs and

texts Lexis: What it means to “know” a word; semantic relationships between words Phonology: The formation and description of English phonemes; features of connected speech The practical significance of similarities and differences between languages Reference materials for language awareness Key strategies and approaches for developing learners’ language knowledge

, LISTENING, SPEAKING AND WRITINGLanguage Skills: Reading, listening, speaking and writingReading

Basic concepts and terminology used for describing reading skills Purposes of reading Decoding meaning Potential barriers to reading

Listening Basic concepts and terminology used for describing listening skills Purposes of listening Features of listening texts Potential barriers to listening

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Speaking Basic concepts and terminology used for describing speaking skills Features of spoken English Language functions Paralinguistic features Phonemic systems

Writing Basic concepts and terminology used for describing writing skills Sub-skills and features of written texts Stages of teaching writing Beginner literacy English spelling and punctuation

Key strategies and approaches for developing learners’ receptive and productive skillsUNIT 4 – PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTSPlanning and resources for different teaching contexts

Principles of planning for effective teaching of adult learners of English Lesson planning for effective teaching of adult learners of English Evaluation of lesson planning The selection, adaptation and evaluation of materials and resources in planning (including computer and

other technology based resources) Knowledge of commercially produced resources and non-published materials and classroom resources for

teaching English to adultsUNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISMDeveloping teaching skills and professionalism

The effective organisation of the classroom Classroom presence and control Teacher and learner language The use of teaching materials and resources Practical skills for teaching at a range of levels The monitoring and evaluation of adult learners Evaluation of the teaching/learning process Professional development: responsibilities Professional development: support systems

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Teaching Practice (TP)Teaching practice takes place every day from 6.30 – 8.30 PM, and each candidate is required to teach a total of 6 hours over the duration of the course. This will usually mean teaching every other day but varies according to the number of candidates on the course.

Candidates teach at one level for two weeks and then switch to the other level for the remaining two weeks. This way, candidates gain experience in teaching two distinctly different levels and have an opportunity to get feedback from two different tutors.

All candidates observe all teaching practice sessions, whether they teach that day or not. Before some TP sessions, you will be given specific observation tasks to do by your course tutor. But whether you are given a task or not, you should be actively observing all lessons (i.e. not working on your own assignments or lesson planning). Observing your peers is an important part of the learning process and you can often learn as much from observing as you do from teaching your own lessons.

After you teach, you need to complete a ‘Hot Feedback’ form. This is meant to help develop your ability to self-evaluate - a useful skill for your continuing development when the course is complete. This should be done as close to your teaching time as possible while the lesson is fresh in your mind. Your ability to self-evaluate is linked to your Assignment 4 Lessons from the Classroom.

All candidates participate in a delayed feedback session which takes place the following day from 12.00 – 12.45. All Hot Feedback must be completed before this time. Being able to peer and self-evaluate is an important part of this course and everyone is expected to take part.

Lesson PlanningAll candidates are given a copy of a course book to use on the course. This is yours to take home and use for lesson planning during your time with your practice class (you will switch books when you switch levels halfway through the course). You will be given ‘TP Points’ from your tutor, which will tell you what you should be teaching (i.e. Grammar: Used to, Cutting Edge Int. Pg 50). Though you are assigned a particular language point and page number, this is only a guide. You must teach the language/skills point assigned, but you are free to adapt the course book as needed or to choose materials from one of the supplementary books available in the CELTA library.

Before teaching each lesson, candidates have 1-on-1 lesson planning time with their tutors. This is done the day before you teach from 1.00-2.15 PM. Initially on the course, your tutors will give you a lot of support in planning (sitting with you and talking through lessons), however this will change as the course progresses. Halfway through the course you should be more competent in lesson planning and be able to work more independently. At this stage, you need to come with a lesson plan sketched out for your tutor to look over. By the last week of the course, you should come to lesson planning with a completed lesson plan and specific questions.

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AssessmentAssessment is continual and all components of the course contribute to your success on the course. Any trainee who is borderline, or in danger of failing, will be informed as soon as this becomes a possibility.

The main assessment on the course is of your teaching practice with each lesson being rated ‘To Standard’, ‘Above Standard’ or ‘Below Standard’. Lessons are assessed to a higher standard as the course progresses and more is expected from you – therefore if you continually receive ‘To Standard’ throughout the course, this indicates a general improvement in your teaching overall.Assessment is done internally by the course tutors, but the course is also visited during the second half by an External Assessor from Cambridge ESOL. The assessor will spend a whole day with the course: observe TP and feedback and read through candidate files. The Assessor´s role is to ensure that the requirements for course delivery are being met and to moderate the grades.

During the CELTA you are assessed in the following areas:

Planning and resources for different teaching contexts Learners and teachers and the teaching and learning context Language analysis and awareness Language skills: reading, listening, speaking and writing Developing teaching skills and professionalism

For a complete listing of the CELTA assessment criteria - see Appendix.

TutorialsYou are constantly updated on your progress on the course. This is done through a series of progress reports and tutorials. After approximately 1 week of teaching, your tutor will fill in the Progress Record (Stage One, pg 11 in your CELTA 5). This will list your current strengths and points to work on for this stage of the course. Please make sure you ask to speak privately to your tutor if you have any question or problems before signing.

After approximately 2 weeks of teaching you will have a formal tutorial 1-on-1 with your tutor to discuss your progress and any problems you may be having. To prepare for this, you should complete Stage Two Progress Report, pgs 13-17 in your CELTA 5 (follow the instructions on pg 12).

A second 1-on-1 tutorial may be given if needed (Stage Three, pgs 18-22 in your CELTA 5). This could be done for two reasons: You are not performing to a standard needed to pass the course, or you were told you were ‘Above Standard’ during the first half of the course but you have not made the progress expected in the second half of the course. In these instances, your tutor will sit with you and map out exactly what you need to do in your remaining time on the course to achieve a Pass or Above Standard grade.

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Candidate PortfolioDuring the course, you are responsible for maintaining your own candidate portfolio, which should be kept in the school at all times. This file should contain:

1. Your blue CELTA 5 booklet (in the first pocket of the file, at the front)2. All formally assessed lesson plans, with tutor notes and your written hot feedback (filed in reverse order

[i.e. most recent lesson on top] after the CELTA 5 booklet).3. All written assignments, including resubmissions with tutor feedback on them (in the last pockets of the file,

at the back).

Please do not keep anything else in your portfolio - All other paperwork and course notes should be filed in your ring binder. This should be maintained continually throughout the course. We will do periodic checks to ensure they are being maintained. In addition to filing your paperwork, you need to log all your work into your CELTA 5 booklet. This includes:

Record of Attendance (pg 7): Any sessions missed must be recorded along with a record of how the work was made up

Observations (pg 8): All observations of experienced teachers (videos, course tutors) must be logged and signed off

Teaching Practice (pg 9): All formally assessed teaching you do on the course needs to be recorded and signed off by your tutor

Assignments (pg 10): All returned assignments must be logged and you must sign to indicate that the work was your own

Your portfolio is your only record of your work on the course – this should not leave the building!! CELTA centres are required by Cambridge to keep all candidate portfolios for a period of six months. Therefore, if you would like any materials you developed over the course, lesson plans, assignments, etc – please make sure you make a copy before the course ends.

Observations of Experienced TeachersCambridge requires that all CELTAs include 6 hours of observations of experienced teachers. On our course this is realized by the following:

4 hours observing your tutor teach your practice class (days 1 and 10) 2 hours DVD observations (see timetable)

There may also be the opportunity to observe teachers at the institute teaching. Please note any observations of these teachers are not part of your normal timetabled day.

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Written Assignments OverviewCambridge ESOL also requires that you produce 4 written assignments over the CELTA course. These assignments are designed to be very practical in nature and help you to consolidate your knowledge in different key areas of the course. The assignments are as follows:

Assign No. Title Length1 Language related tasks 750-1000 words

2 Focus on skills 750-1000 words

3 Focus on the learner 750-1000 words

4 Lessons from the classroom 750-1000 words

Assignments should generally be submitted at 12.00 on the date due. Any assignments not submitted on time may automatically be deemed to be a fail. Extensions will only be considered under exceptional circumstances. If you need an extension you should ask your tutor, normally with at least 24 hours notice, stating the exceptional reason. Tutors retain the final decision on possible extensions and in the case where it is deemed that an extension is not warranted, the assignment should either be submitted on time or it may automatically be deemed to be a fail.

Written assignments are marked simply as ‘Pass’ or ‘Fail’ with accompanying feedback. Tutors who mark have to consider both the content of the assignment and the standard of English. Assignments do not need to be typed but should be presented in an appropriate format and clearly written. They need to be essentially free of mistakes in spelling, punctuation, vocabulary and grammar in order to meet the pass criteria. You do not need to include the rubric with the assignment.

If your assignment is considered to be a fail, you will have one opportunity to resubmit it. Your tutor will provide feedback on what areas need to be re-written and why. When you resubmit, please include your original submission plus the tutor’s feedback sheet. Resubmissions should be by the date indicated by your tutor on the feedback sheet. Extensions in the case of resubmissions will not normally be considered. You can fail 1 assignment and still pass the course, however, you need to have demonstrated through your teaching that you have met the criteria from that assignment. If you do fail one assignment you will not be eligible for an ‘A’ grade on the course. If you fail two assignments, you cannot be awarded a ‘Pass’ for the course.

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Written Assignment One:Language Related Tasks

In this assignment you will be asked to analyse language in terms of:

Functional Language Grammar Vocabulary Pronunciation

Assessment criteria for this assignment:

Analysing language for teaching purposes Correct use of terminology relating to meaning, form and pronunciation Accessing appropriate reference sources Using written language that is clear, accurate and appropriate

Suggested reference materials:

Practical English Usage: Swan, OUP About Language: Thornbury, CUP Grammar for English Language Teachers: Parrott, CUP English Grammar in Use: Murphy, CUP Sound Foundations: Underhill, MacMillan, 2005

Your assignment should be well-presented and free of mistakes in spelling, punctuation, vocabulary and grammar. You must use appropriate reference materials to check terminology and ensure understanding.

Include, at the end of the assignment: a bibliography a final word count

Length of assignment: 750 – 1000 words.

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All the language you will be analysing for this assignment is included in the text below. It is the same as the text you use in your Skills assignment. We often use texts to teach language from.

When 13 year old Lance Auckett of Pouto, south of Dargaville, was told to clean out his bedroom before the start of the school term the results had repercussions no-one could have envisaged. When he pulled out a box of school books from under his bed and thumbed through them, out fell a 10,000 yen note.

"Mum, do you reckon this is real?" he asked. Lance was told the only way to find out was to take it to a bank.

At the first bank he went to he asked if the note was real and, if so, how much it was worth. While the teller was speaking to him, the manager telephoned Auckland and was advised not to pay out without sending the note through for verification. Meanwhile the teller checked the conversion rate and told the boy he could expect to get about $15.

He tried another bank and the amount went up to about $49. As his mother was still shopping, Lance and his mate decided to try yet another bank. They were told the note appeared to be real and the teller arranged to have a cheque made out for it, but Lance had one more bank to visit.

At the Dargaville branch of the National Bank he was given the best rate of $151.20, which he accepted. A delighted Lance gave the money to his mother to look after, and they returned to Pouto.

During the next couple of weeks he spent some of the money on a tape, a soft drink, and a wedding present. No-one expected the next development. Lance went off to school as usual when he was called into the principal's office where a police officer was waiting. Lance was asked where he got the note. He told them.

At this point his mother was brought back into the picture and asked to contact the National Bank because, on sending the money to Japan, they had discovered it was Japanese Monopoly money - worthless.

Now the bank would like its money back and the parents feel they should not be responsible for paying it because the boy had not intended to defraud. He had asked if the note was real. The bank declined to comment.

New Zealand Newspaper

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1. FUNCTIONAL LANGUAGE/DISCOURSE:

Find the language in the text:

"Mum, do you reckon this is real?"

1. How would you describe the communicative function (meaning) of the above language?2. Provide 4 other ways (exponents) to perform the same function.

DISCOURSE EXAMPLES

1. The communicative function of ‘Let’s go out tonight’ is suggestion. In this context the speaker is suggesting that they go out together.

2. If you´re not busy, would you be interested in going out tonight? Are you up for going out tonight? What about going out tonight?How about we go out tonight?

2. GRAMMAR:

Find the language in the text:

a. While the teller was speaking to him, the manager telephoned Auckland.b. Lance was asked where he got the note.c. They should not be responsible for paying it.

1. You need to choose 2 of the grammar items above and use the attached template to answer the following.

2. Write the target language (your chosen sentence) in the top box and write a context in which you would teach the language (USE THE CONTEXT OF YOUR TEXT).

3. On the language analysis sheet provided, you need to analyse the language for meaning, form and phonology.

4. Write anticipated problems you think learners would have with the language for meaning, form and phonology.

5. Write how you will check meaning, form and phonology as solutions.

You should use TWO separate analysis sheets for each grammar item chosen . Please see the attached example template for help.

3. LEXIS:

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Find the language in the text:

clean out repercussions thumb through verification defraud worthless

1. You need to choose 2 of the lexis items above and use the attached template to answer the following.

2. Write the target language (your chosen two words) in the top box and write how you would convey the meaning (USE THE CONTEXT OF YOUR TEXT)

3. On the language analysis sheet provided, you need to analyse the language for meaning, form and phonology.

4. Write anticipated problems you think learners would have with the language for meaning, form and phonology.

5. Write how you will check meaning, form and phonology as solutions.

You should use ONE analysis sheet for 2 lexical items chosen . Remember you should also include how you will convey the meaning of the lexis in the TARGET LANGUAGE section and be as detailed as possible. Please see the attached example template for help.

GRAMMAR ANALYSIS EXAMPLE:

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Target Language:

I shouldn't have drunk the champagne.

What is the context you will be teaching the language in? I will use some visuals which tell a story of a burglar who has regrets after he is put in prison.

Analysis of Meaning/Concept:Write the key concepts (essential meaning) of your target language. Remember to use exactly the same language as above:

Anticipated Problems:Write the problems you anticipate with the meaning from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. CCQs, timeline). Please include the answers to your CCQs. This is what you do in your lesson itself:

1) It's in the past (regretting now).

2) It was a bad idea to do.

3) He did do it.

4) He is now regretting.

Ss may not know it's past time with present result.

Ss may not know the action was a bad thing to do and that he did it.

Ss may not figure out the function of regret.

CCQs:1) Past, present or future? (past)2) Was it a good idea to do? (no)3) Did he do it? (yes)4) How does he feel about it now? (regrets it)

Also, I will use a strong context task to elicit the target language from students.

Analysis of Form:Write the grammatical form of grammar, the word form of lexis, or the form after functional exponents here:

I shouldn't have drunk the champagne.(-) subject + should + not + have + past participle

Anticipated Problems:Write the problems you anticipate with the form from your analysis:

Ss may have difficulties with past participles.

Ss may omit the 'have'

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss and highlight on board):

Write marker sentences on the board.

Elicit form from ss.

Highlight on board with different

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coloured pen.

Analysis of Phonology:Write the phonological features of the language. (e.g. word stress, sentence stress, weak forms, difficult phonemes, connected speech, intonation)

Anticipated Problems:Write the problems you anticipate with phonology from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss, highlight with different coloured pen on board, model and drill):

əvðəI shouldn't have drunk the champagne.

Ss may not pronounce correct sentence stress.

Ss may not use contractions.

Ss may pronounce 'have' instead of connecting to previous consonant and being weak.

Ss may pronounce the /g/ in 'champagne' and pronounce /tʃ/ instead of /ʃ /.

Model effectively (naturally).(Use hands to clap sentence stress when modelling, and fingers to highlight contractions).

Drill ss – choral, pairs, individuals.

Elicit phonological features from ss. (“What happens here?” “What is this sound?”)

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LEXIS ANALYSIS EXAMPLE:

Target Language:

special effects – give examples e.g. computer graphics, make-up, costumes and masks (use visuals – Star Wars)

(the) star - use of visuals (picture of Brad Pitt) and elicit the main actor and him being very famous.

cast – use of visuals and elicitation, “How many people can you see?”, “Are they all actors?”, “Do they all act in the same movie?”

Language Analysis (Meaning, Form and Phonology):

Analysis of Meaning/Concept:Write the key concepts (essential meaning) of your target language. Remember to use exactly the same language as above:

Anticipated Problems:Write the problems you anticipate with the meaning from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. CCQs, timeline). Please include the answers to your CCQs. This is what you do in your lesson itself:

the star – the most important actor or actress

cast – all the people who act in the movie

special effects – images, often created by a computer, make-up and/or costumes

Ss may confuse 'star' and 'cast' as they involve actors.

Ss may not know special effects covers all make-up, computer and costume design.

'Star' and 'cast':1. Who is the main actress of this movie? (use picture).2. What do we call the main actor or actress? (the star)3. Is this person famous? (yes)

1. How many actors can you see here? (use picture)2. Lots. Are they all the stars? (no)3. What do we call the group of

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actors in a movie? ( the cast)

'special effects'1. Are these real? (no)2. What are some examples of special effects? (make-up, costume, computer graphics...)

Analysis of Form:Write the grammatical form of grammar, the word form of lexis, or the form after functional exponents here:

All nouns.'star' is both noun and verb.'special effects' is always plural.'star' usually takes 'the' (definite article).

Anticipated Problems:Write the problems you anticipate with the form from your analysis:

Ss will need to know word forms/parts of speech, plural nouns, and use of definite article.

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss and highlight on board):

Elicit form from ss and highlight word form on board with different coloured pen.

Analysis of Phonology:Write the phonological features of the language. (e.g. word stress, sentence stress, weak forms, difficult phonemes, connected speech, intonation):

/kɑːst /cast

/stɑː/

star

/speʃl ɪfekts /

special effects

Anticipated Problems:Write the problems you anticipate with phonology from your analysis:

'cast' and 'star' – ss will need to know the long vowel sound.

'special effects' – ss need to know linking and word stress.

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss, highlight with different coloured pen on board, model and drill):

Model effectively and naturally.

Drill students (choral, pairs, individual).

Highlight problematic features and word stress on the board in different colours.

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TEMPLATES TO USE FOR GRAMMAR & LEXIS – remember to use TWO separate templates for each GRAMMAR language item, and ONE template for both lexis items you choose:

Target Language:

What is the context you will be teaching the language in?

Analysis of Meaning/Concept:Write the key concepts (essential meaning) of your target language. Remember to use exactly the same language as above:

Anticipated Problems:Write the problems you anticipate with the meaning from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. CCQs, timeline). Please include the answers to your CCQs. This should reflect what you do in the lesson itself:

Analysis of Form:Write the grammatical form of grammar, the word form of lexis, or the form after functional exponents here:

Anticipated Problems:Write the problems you anticipate with the form from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss and highlight on board):

Analysis of Phonology:Write the phonological features of the language. (e.g. word stress, sentence stress, weak forms, difficult phonemes, connected speech, intonation)

Anticipated Problems:Write the problems you anticipate with phonology from your analysis:

Solutions:Write the solutions to your anticipated problems (e.g. elicit from ss, highlight with different coloured pen on board, model and drill):

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Written Assignment Two:Focus on Skills

In this assignment you will be asked to show evidence that you have done background reading in the topic area. identify receptive language skills and/or sub skills that could be practised using an authentic text. identify productive language skills that could be practised in relation to the text and design tasks in relation to the text with brief rationale.

Assessment Criteria: correctly using terminology that relates to language skills and sub-skills relating task design to language skills practice finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

Your assignment should be well-presented and free of mistakes in spelling, punctuation, vocabulary and grammar. You must use appropriate reference materials to check terminology and ensure understanding. Provide a bibliography of the sources used.

Suggested reference materials:

The Practice of English Language Teaching: Harmer, Longman How to Teach English: Harmer, Longman Teaching Practice: Gower, MacMillan Learning Teaching: Scrivener, MacMillan

Material: Use the text, Do not pass go, do not collect $151 from “The Christchurch Press” (a New Zealand newspaper.) Assume that you are using this text with a group of higher level students (i.e. intermediate or above).

Include, at the end of this assignment:

a bibliography a final word count (not including the task material or text)

Length of assignment: 750 – 1,000 words (not including the task material or text)

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Task Instructions:

Receptive Skills

1. Design two tasks, based on the text, aimed at developing your learners' reading skills. Each task should develop a different sub skill. You need to focus on the two primary reading sub-skills: reading for gist and reading for specific information. Remember this text would be for higher levels students, and so challenge them appropriately.

DO NOT COPY THE EXAMPLE TASK GIVEN BELOW.

2. Write an outline of the procedure you would follow. Attach any material that you design for the task, such as flashcards, handouts, worksheets, etc. as well as the text itself.

3. State which sub-skill each task is intended to develop and justify how it does this, i.e. provide a rationale for your task design.

Productive Skills

1. Design one task, based on the text, aimed at developing your learners' productive skills. This task should act as a follow-up to your previous receptive skills tasks, and will probably focus on speaking skills (though it could focus on writing skills). Choose one.

2. Write an outline of the procedure you would follow. Attach any material that you design for the task, such as flashcards, handouts, worksheets, etc.

3. State which productive skill the task is intended to develop and justify how it does this, i.e. provide a rationale for your task design.

Write this assignment in continuous prose, using headings to sign post the tasks clearly.

RECEPTIVE (or PRODUCTIVE) SKILLS

PROCEDURE

MATERIALS

AIMS

RATIONALE

Look at the example text and task given to help you.

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Text for Assignment:

Do Not Pass Go, Do Not Collect $151

Dargaville

The Christchurch Press11.03.2005

When 13 year old Lance Auckett of Pouto, south of Dargaville, was told to clean out his bedroom before the start of the school term the results had repercussions no-one could have envisaged. When he pulled out a box of school books from under his bed and thumbed through them, out fell a 10,000 yen note.

"Mum, do you reckon this is real?" he asked. Lance was told the only way to find out was to take it to a bank.

At the first bank he went to he asked if the note was real and, if so, how much it was worth. While the teller was speaking to him, the manager telephoned Auckland and was advised not to pay out without sending the note through for verification. Meanwhile the teller checked the conversion rate and told the boy he could expect to get about $15.

He tried another bank and the amount went up to about $49.As his mother was still shopping, Lance and his mate decided to try yet another bank. They were told the note appeared to be real and the teller arranged to have a cheque made out for it, but Lance had one more bank to visit.

At the Dargaville branch of the National Bank he was given the best rate of $151.20, which he accepted. A delighted Lance gave the money to his mother to look after, and they returned to Pouto.

During the next couple of weeks he spent some of the money on a tape, a soft drink, and a wedding present. No-one expected the next development. Lance went off to school as usual when he was called into the principal's office where a police officer was waiting. Lance was asked where he got the note. He told them.

At this point his mother was brought back into the picture and asked to contact the National Bank because, on sending the money to Japan, they had discovered it was Japanese Monopoly money - worthless.

Now the bank would like its money back and the parents feel they should not be responsible for paying it because the boy had not intended to defraud. He had asked if the note was real. The bank declined to comment.

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Britons are winning war on smokingAnushka Asthana

Sunday November 2, 2003The Observer

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The number of smokers in England and Wales has hit a record low, with levels now plummeting by 170,000 people each year, according to Cancer Research UK. A huge drop over the past few years puts the current level of those who smoke at one out of four people, outstripping government targets for 2005 of 26 per cent. This means that half a million fewer people are indulging in the habit than in 2000. The study, which looks at data from the General Household Survey (GHS) and the Omnibus survey, shows the lowest percentage of people smoking since figures using the GHS began in the early Seventies. The new figures have delighted anti-smoking groups, who feared that the situation in the Nineties - where the rate stopped declining and there was a persistently high level of smoking - was irreversible. Martin Jarvis, the author of the study from the charity's Health Behaviour Unit, said: 'There have been actions on a lot of fronts, and when Labour came in they gave a high priority to this. The study shows a clear decline, and this sort of change in smoking is what drives a decline in cancer.' A downturn in the numbers of smokers in the past has always been followed by a drop in lung cancer rates. Emotive advertising, tax hikes, packets stamped with warnings such as 'Smoking causes a slow and painful death', increased support for cessation classes, and now an advertising ban have all been part of a war on tobacco. Ash, the anti-smoking group, welcomed the news. Its chief executive, Donal Reid, said: 'In 1997 the Government pretty well promised all the things we asked for and most have been put into place - we are very pleased. We ... will continue to push for a ban in all workplaces. That includes bars and restaurants.' But while some think that the change is a result of Government action, others think it is a change in culture. Long gone are the days when it was sophisticated to smoke and film stars would rarely be seen on screen without a cigarette. Now even James Bond has given up. In shopping centres, restaurants and airports in the UK, the smoking sections have shrunk in size, condemning those who want a puff to cram into corners under a thick layer of smoke. In France, tax hikes have led to a substantial downturn in the sale of tobacco, resulting in a mass strike by the industry, which fears a loss in its total of 200,000 jobs. Paul Buckley, a consumer psychologist who is an expert on smoking habits, said: 'Smokers are becoming social pariahs. There are smoking bans on trains and on planes. It is not rare for a smoker having to go out into the rain. It used to be a social norm in Britain but it isn't any more. The Government initiatives have some effects, but it is a cultural shift.' Since the Government White Paper 'Smoking Kills' in 1998, there has been a notable attack on the habit that has mixed stark warnings with extra support for those giving up. Four out of five smokers in the UK wish they had never started, according to a report in the Journal of Clinical Psychiatry this year, with the reasons given including health, expense, addiction, stigma and self-loathing.The Cancer Research UK figures will come as a relief to the Government, which considers smoking to be 'the greatest single cause of preventable illness and premature death in the UK'.

EXAMPLE TASK(based on the text ‘Britons are Winning War on Smoking’)

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RECEPTIVE SKILLS

Task 1

PROCEDUREWrite the following three possible titles on the board:

UK Smokers Wish They’d Never StartedBritons are Winning War on SmokingSmoking Rates in Britain Remain Persistently High

Show students the article (without the original title) and tell them they have 2 minutes to read it, thinking about which of the three titles is best. Make sure students understand they have to read quickly and cannot, therefore, worry about reading every word. Give out the article. Students read silently.

After 2 minutes, stop the students and tell them that they have a further 30 seconds to individually think about which title is best and why.

Run feedback in pairs. Students justify to each other why they chose the title they did. Then run class feedback.

MATERIALSArticle from Yahoo! News: ‘Britons are Winning War on Smoking’.

AIMSTo develop students’ ability to read for gist or ‘global meaning’.

RATIONALEBy giving the students a task that requires them to think about summarising the article, they will be encouraged to read for gist or global meaning. We tend to do this in our native language when reading an article but this skill may not necessarily transfer to reading in a second language. What’s more, by giving them only 2 minutes to read, and emphasising, in setting up the task, that they do not have time to read all the detail of the article, students will be encouraged to read quickly, therefore weaning them off the ‘word for word’ approach to reading. By raising their awareness that it isn't necessary to understand every word, we can make our students better readers of English (Scrivener 1994:153).

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FAQs

Q. Do we have to write this assignment out as a lesson plan including a vocabulary pre-teaching stage?

A. NO. Just describe the tasks with a procedure etc. as in the example given.

Q. How many tasks do we have to design all together?

A. THREE. 2 receptive tasks and 1 productive task.

Q. Does it matter what order we do them in?

A. YES. Put the tasks in the order you would arrange them in a lesson. It is more logical to start with a gist or prediction task (practising the skill of skimming), then describe a reading for specific information task, followed up by one productive task.

Q. If we design a jumbled reading activity, do we have to attach the text all cut up?

A. YES. Whatever tasks you design, you must attach the materials with the assignment. You can attach them as appendices, but we want to see what students would be working with exactly.

Q. Are the materials included as part of the word count?

A. NO. Anything attached in an appendix at the end of the assignment is not counted when doing the word count.

Q. What does "referencing" mean?

A. When you write up your rationales for your task designs, we need to see that you have done some background reading, so look at the relevant pages in books like Harmer or Scrivener. See what they say about reading sub skills and put it in your own words to make it relevant to the tasks you have designed. This is referencing. Within the body of the text, you then highlight that a passage is referenced by writing the author’s name, year of publication and page number in brackets, like this: (Scrivener 1994:153).

Q. Is it OK to quote people like Harmer and Scrivener directly?

A. NO, not in this assignment. We do not want you to copy entire paragraphs out of these reference books. We want to see how your understanding of the theory relates to your own task design. This is why it is better for you to paraphrase and keep the underlying theory relevant to your tasks. This is not an academic paper - keep it practical!

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Written Assignment Three:Focus on the Learner

In this assignment you will be asked to: investigate the learning context assess a learner’s language and skills needs identify sources for language and skills development provide an explanation/rationale for the use of activities

Assessment Criteria:

showing awareness of how a learner’s background, previous learning experience and learning style affect learning identifying the learner’s language and skills needs correctly using terminology relating to the description of language systems and language skills selecting appropriate material and/or resources to aid the learner’s language development providing a rationale for using specific activities with the learner finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

Your assignment should be well-presented and free of mistakes in spelling, punctuation, vocabulary and grammar. You must use appropriate reference materials to check terminology and ensure understanding. Provide a bibliography of the sources used.

Suggested Reference Materials:

When identifying your learners’ grammar errors: Practical English Usage: Swan, OUP About Language: Thornbury, CUP Grammar for English Language Teachers: Parrott, CUP English Grammar in Use: Murphy, CUP

To help you identify why your learners have these specific problems: Learner English: Swan & Smith, CUP

Optional methodology books: The Practice of English Language Teacher: Harmer, Longman How to Teach English: Harmer, Longman Teaching Practice: Gower, MacMillan Learning Teaching: Scrivener, MacMillan

Include, at the end of the assignment: a bibliography the word count (not including the task material or text)

Length: 750 - 1,000 words (not including materials attached)

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EXAMPLE

What the student said What they meant to say Possible causeGrammar The car red was fast. The red car was fast. Adjectives typically go after the

noun in Spanish.Vocabulary The girl was embarrassed. The girl was pregnant. Embarrassed is a false friend in

Spanish (embarazada).Pronunciation I will go to Espain in June. I will go to Spain in June.

speɪn not /espeɪn

/s/ + another consonant doesn´t occur in Spanish at the beginning of a word.

CELTA Course

Write the assignment in three parts:

1. LEARNER PROFILEChoose a learner from your TP group. Arrange to meet the learner for about fifteen minutes outside class teaching time. Interview the learner to find out the following information:

General information (age, current level of English, profession, interests and hobbies) Previous English language learning experience (how long he/she has been studying English, teaching methods

used, his/her attitude to previous lessons) Motivation and reasons for studying English now His / her perceptions of his / her strengths and needs for development Topical interests & learning style (the types of activities he/she enjoys/dislikes and why)

Ask open questions and encourage long answers. You want the learner to speak freely and naturally. Don't worry about correcting any mistakes he/she may make.

Write up the information in a couple of paragraphs to produce a ‘learner profile’.

Write a maximum of 250 words.

2. LEARNER’S LANGUAGE & SKILLS NEEDS

a) Language

Collect examples of different types of errors that the student makes. Then categorise them according to:

Grammar Vocabulary Pronunciation

a) Give three examples of each category.b) Indicate in each case what you think the student intended to say and include phonemic symbols for all

problems of pronunciation.c) Say what the likely cause of this error was.

You may find it easier to set these errors out in grid form as below:

b) Skills

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Briefly evaluate the learner’s receptive skills, including comments about subskills.Briefly evaluate the learner’s productive skills.

Write a maximum of 400 words.

3. SUGGESTED ACTIVITIES & RATIONALE

a) Language

For one error in each category, provide an activity that would help the student develop this area of weakness. Look in course books, workbooks and other sources, or design your own. IMPORTANT: Make sure that the activities you suggest will be suitable for your learner. For example, if your students like communication/speaking and participating in groups, it’s not advisable to give them a cloze/gap fill activity. Think carefully about your choice of activities, bearing in mind communication.

Attach a copy of the material with source clearly referenced to your assignment.

State briefly your rationale for using this material. This is likely to include what part of the lesson the material could be used for and how it would address the identified error.

b) Skills

Choose one piece of material that would help the student develop their reading or listening skills. (Be specific about which subskill it focusses on.)Choose one piece of material that would help the student develop their speaking or writing skills.

Attach a copy of the material with source clearly referenced to your assignment.

State briefly your rationale for using this material. This is likely to include what part of the lesson the material could be used for and how it would address the skills development need you identified.

Write a maximum o f 350 words

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FAQs

Q. Isn't this assignment easier to do if you are teaching Intermediate level students?

A. NO. Whatever level your student is, you need to identify errors and areas to work on. It's all relative!

Q. Can the suggested activity be an exercise from a student's self study grammar book?

A. YES. We want you to suggest one activity (for grammar, for vocabulary and for pronunciation, so three in total), but this could be an activity, a short exercise, a task, anything you think is appropriate for their problem area. You do not have to plan a whole grammar presentation or a whole lesson - one activity is all you are asked for.

Q. Can I photocopy a whole page of a book?

A. YES BUT...You only need photocopy (or design and provide) one activity for each area (for grammar, for vocabulary and for pronunciation, so three in total). If it is more convenient for you to photocopy a whole page from a book then do so, but make it very clear to which activity on the page you are referring and give a rationale for this activity only. Remember, it is not a whole lesson.

Q. Does the activity have to be something the students do at home on their own?

A. NO. You can decide whether you would ask the students to do the activity on their own, or incorporate it into a lesson.

Q. Should we write out the procedures for the activities?

A. NO, but you do need to provide a clear rationale showing how the activity would specifically help the stated problem.

Q. Do we need to attach copies of any student questionnaires or pieces of their written work?

A. NO. But you could put an example copy as an appendix if it is relevant.

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Written Assignment Four:Lessons from the Classroom

In this assignment you will be asked to:

demonstrate the ability to identify the main strengths and development needs from your own teaching and from the teaching of others.

describe how you plan to develop post-course.

Assessment Criteria:0

Relevance to rubric Task completion Accuracy of factual content Correct terminology Correct and appropriate written language (spelling, punctuation and use of English) Length Legibility

Your assignment should be well-presented and free of mistakes in spelling, punctuation, vocabulary and grammar.

The assignment should be written as a continuous prose and make use of headings and sub/headings where necessary.

Suggested reference materials:

The Practice of English Language Teaching: Harmer, Longman How to Teach English: Harmer, Longman Teaching Practice: Gower, MacMillan Learning Teaching: Scrivener, MacMillan The CELTA 5 Manual, Cambridge

Include,at the end of this assignment:

a bibliography (if relevant) a final word count

Length of assignment: 750 – 1,000 words

This assignment is in THREE parts:

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PART ONE: YOUR DEVELOPMENT DURING THE COURSE Approx: 250 words

Before you write:

o Choose two teaching practice lessons from the course, one from the beginning and one from towards the end. The difference between the points should normally show significant development.

o Reflect on your own ‘hot feedback’ (self-reflections) that you made, the feedback from your tutor, peers and perhaps students, and how it changed between the two points in the course. Reflect on your own development.

Now write:

Summarise your strengths and weaknesses at the start of the course and compare them to those at the end of the course. Keep your comments practical and refer as necessary to the Cambridge assessment criteria (see appendix in CELTA 5).

PART TWO: ASPECTS OF TEACHING/LEARNING Approx: 500 words

Throughout the course you will be observing your colleagues, your trainers and other experienced teachers.

o Choose FOUR aspects of teaching/learning that you have observed and would like to incorporate into your own teaching. These might include: board work, ways of correcting students, using a particular aid or technique, etc. For each of these aspects you should:

relate it to one of the Cambridge assessment criteria (see appendix in CELTA 5 manual). describe the aspect as you observed it. describe the rationale underlying this practice. describe how it has influenced your teaching. say what happened, IF, in fact, you did have the opportunity to try it out while on the course.

Refer to the example below:

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EXAMPLE FOR PART TWO

One of the things I really noticed during the course was how good rapport with learners is essential to the learning environment. This relates to the Cambridge criteria, 1d establishing good rapport with learning and ensuring they are fully involved in learning activities. I had an opportunity to witness good rapport through several of my colleagues’ lessons, but it particularly stood out to me when John did a lesson on childhood memories. By taking the time to really interest and involve the students in the lead-in stage, and by really caring about the students´ stories, I noticed just how much more involved they were in their lesson and how much they enjoyed it and learned from it. By responding to the learners as people and taking the time to be interested in them, learning is enhanced. I have really tried to remember this lesson and though I feel I could still improve in this area, I now actively try to build times for authentic class communication into each lesson.

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PART THREE: POST COURSE DEVELOPMENT Approx: 250 words

Summarise how you might develop post-course the ELT knowledge and skills you have gained during these four weeks on the course. Be specific and practical here with your “action plan.” Your points will probably include (but not necessarily be limited to) the following areas:

o the main areas of teaching skills you will need to work on and how you will do it e.g. lesson observations and feedback at a future place of work, self-development strategies e.g. board plan to improve board work or recording oneself to improve language grading and/or instructions...

o knowledge you will need to acquire and how you will do it e.g. attending specific conferences, further courses and training, self-study, reading professional periodicals, research on language when lesson planning...

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EXAMPLE FOR PART THREE

One of the things I have already identified that I will need to work on is my board work. This relates to Cambridge criteria, 2d providing accurate and appropriate models of oral and written language in the classroom. I will endeavour to pay attention to my spelling and punctuation when I write on the board and consider asking my students to help me spot any spelling mistakes I have made! For a few weeks after I have finished my CELTA course, I will pre-plan board work, particularly if I have a complicated language lesson ahead. In this way I hope to improve the organisation and presentation of my board work. I will also try to use black and blue for main board work and reserve lighter colours for highlighting important information such as phonemic script, linking, stress etc.

I hope to work for a school which offers ongoing training sessions and professional development. I think this is really important to further my training. I would particularly like to know more about using technology in the EFL classroom, as well as how to teach exam classes. If these training opportunities are not available I will look for training opportunities elsewhere, such as online courses. I will also try to attend the annual EFL conference to keep myself updated and I will consider subscribing to a professional journal such as The Modern English Teacher.

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Internal Complaints Procedure

We make every attempt to resolve disputes between candidates and the centre through keeping the lines of communication open. This includes:

Highlighting the Approval and Centre Agreement Document which states the conditions for our centre approval on the first day of the course.

Highlighting the provision for formal complaints and Inquiries on Results on the first day of the course. Holding a face-to-face tutorial with your tutor halfway through the course and encouraging you to speak to

your tutors outside of this time if needed.

If, however, at any time you feel that we are not meeting these standards, you should follow the following procedures:

Raise the issue with your Course Tutor If it is not resolved, raise the issue with the Main Course Tutor. If it is still not resolved, please put your complaints in writing to the Main Course Tutor. If needed a meeting with all Course Tutors and the Candidate is held.

Cambridge ESOL Complaints ProcedureIf you do not feel satisfied that your issues have been resolved, you should request the Cambridge ESOL Teaching Awards Complaint Form from the Main Course Tutor. Please fill this in and return it to the address noted at the end of the form.

All complaints must be made by yourself personally, no complaints made by a third party will be accepted. Complaints must be made within nine weeks of the issue of the final results.

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Appendices

Lesson Planning AdviceSample Lesson Plan

Teaching Practice Templates:Hot Feedback

Lesson Plan Cover SheetLesson Plan Procedure Sheet

Language AnalysisSimplified Lesson Plan (for TP 1)

How to Get the Most from Your Intensive CELTACELTA Assessment CriteriaGlossary of CELTA Terms

Book ListFAQs

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Lesson Planning Advice

The Cover Page

Topic/Lesson FocusThe topic of the lesson is the context in which you set the language while the lesson focus relates to the language or skill you are teaching.

Examples: Your topic may be Your House and Environment and the lesson focus could be Vocabulary: furniture. Your topic could be Childhood Memories and your lesson focus is Grammar: Used to. Your topic could be Holidays and your lesson focus is Reading for gist and detail.

Main AimYour main aim is the most important part of you lesson plan. This is what you want your students to be able to do (or do better) at the end of the lesson that they couldn´t do at the beginning. Think of your lesson in terms of you, the teacher, taking your students on a journey. Your main aim is your destination. Once you´ve decided where you want your students to go, the journey is much easier to plan. You should only have 1 main aim (or possibly 2 in a long lesson).Express your main aim in terms of student outcomes (what will the student do in the lesson), not the teacher´s actions.

Examples:

(Language Aims) By the end of the session, students will be better able to use the past simple in the positive, negative and

interrogative forms. By the end of the session, students will be able to understand and use the structure ‘used to + infinitive’, in

the context of childhood memories. By the end of the session, students will have revised and extended vocabulary related to sport.

(Skills Aims) By the end of the session, students will have developed the sub-skill of reading for specific information, in the

context of a TV guide. By the end of the session, students will be more able to write an informal letter using linking structures for

addition and contrast. By the end of the session, students will be better able to write a formal letter of application using formal

language and appropriate layout.

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Subsidiary AimsAlong with your main aim, you may also have some subsidiary aims. These are aims that are not the main focus of your lesson, but are aims that you hope will be achieved along the way to your main aim.

Examples: To revise yesterday´s job vocabulary. To develop students´ skills of reading for gist and specific information (if, for example, your main aim is a new

language point and you are presenting it through a text). To improve students´ writing skills (if, for example, writing is practice of a language point). To improve students´ awareness of intonation (if, for example, you´re dealing with functional language). To introduce vocabulary items related to travel (if, for example you´re pre-teaching them for a

reading/listening text).

Note: You don´t have to have any subsidiary aims, it depends on your lesson. Leave this section blank if you don´t think subsidiary aims are appropriate.

Language FocusThis is used to highlight any language you are teaching. For language lessons (grammar, vocabulary, functional language) it will clarify your main language point. For skills lesson (reading, listening, etc) you should list any language you plan on pre-teaching.

Examples: Grammar: If you main aim is a structure or tense, write down an example of the structure/tense (consider

positive, negative, question forms). Highlight the form and pronunciation and note how you will convey meaning.

Vocabulary: If you´re planning on teaching a new lexical set, list all the items you will focus on. Highlight any important features of form (articles, plural, etc.), and word stress and problem sounds.

Functional Language: If you´re teaching functional exponents, again list all the items you intend to focus on. Consider what part of speech needs to follow the exponent (i.e. Have you considered + verb+ing), also mark word stress and connected speech features.

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AssumptionsThese are the things relating to your lesson that you feel you can safely assume your students will know or are familiar with.

Examples The students will be familiar with the past participles of the verbs used in the lesson. The students will be familiar with the present simple active (if, for example, you are teaching the passive). The students will be familiar with the meaning, form and pronunciation of the present perfect simple (if, for

example, you are following on from another teacher who has presented the language). The students will have a basic knowledge of the political system in their own country (if, for example, you

have planned for them to discuss this in your lesson). The students will know some of the vocabulary included in the lesson (if you´re doing a Test-Teach-Test

lesson).

MaterialsThese are the things you need to do the lesson (i.e. flashcards, tape, map of the world, handouts, dictionaries, etc.). Listing them of the front page of you plan will help you make sure you´ve got everything ready and will be useful when you look back at the lesson after the course. When listing materials from coursebooks – be sure to give the name of the book and the page number.

Anticipated Problems & SolutionsThis is the section that you probably need to spend the most time thinking about. You need to consider what mishaps might befall you on your ‘journey’ and how you will deal with these if they occur. If you haven´t got a bag full of solutions with you, you might not reach your destination.

Examples Language: Anticipated problems when focusing on language can be problems with meaning, form, and

pronunciation (although remember that not every language item necessarily causes all of these problems for your students). This section needs to be done in some detail. For example, ‘They´ll have problems with form´ is not enough! You need to say what problems they´ll have with form – is it the question form, infinitive with or without ‘to’, word order, spelling, third person ‘s’, etc..?

Receptive Skills: For receptive skills (listening & reading) you need to consider vocabulary problems, content of the text, difficulty of text, students´ different abilities, the length of the text, any cultural problems the text or topic might produce, etc.

Productive Skills: For productive skills (speaking & writing) you will need to consider whether the students have the appropriate language to do the task, whether they will be interested in the topic, problems with grouping your students, whether the students need planning time, etc.

For each area, once you´ve identified the problem, state how you will be prepared to solve it should it occur.Personal AimsThese are aims that relate to you as a teacher, rather than the lesson itself and will help you focus on your own personal development.

Examples:

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To sit down more. To make sure I include all the students. To reduce my Teacher Talking Time. To give clearer instructions. To monitor more actively. To maintain a good pace. To correct more during drilling.

The Lesson Plan

Now that you´ve decided where you and your students are going on your journey, all the problems that might lie ahead and all the solutions have been anticipated, the next thing is to think about how to get there. Think of your lesson plan as your route map, it tells you how you are going to reach your destination.

StagesEach lesson needs to be broken down into stages. You can have as many stages as you like depending on the lesson

Examples: Lead-in Pre-teach Presentation Controlled Practice Gist Reading Feedback Correction slot Production

Stage AimsEach stage must have an aim – a reason why you´re doing it. What´s more, this aim must in some way help the students achieve the main aim of the lesson on the cover page; it must help them move forward on their journey to their final destination. If it doesn´t, you might need to reconsider – perhaps you´re getting sidetracked.

Examples To generate interest in the topic of television. To give students a written record of the language.

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To present the meaning, form, and pronunciation of the language. To provide practice in listening for gist. To check students can use the language accurately.

TimeYour plan must consider how much time each stage will take so you are able to complete the journey in the time allotted. Estimate how long each stage will take so the entire plan totals the number of minutes of your lesson. Be careful about planning too much, this is a common mistake for newer teachers. If it looks like you have too much on your plan, you probably do. Plan for less and cover it thoroughly rather than doing more less-well. Have an activity to do at the end in case your lesson ends sooner than you anticipated.

InteractionGood lessons include a variety of interaction patterns. Try to ensure students don´t spend the entire time listening to you or working alone. Different interaction patterns have different pros and cons and are appropriate for different learning styles so consider not only what your students will do but how they will do it (Teacher fronted, Student to Student, Group work, etc.).

ProcedureYou should put a bit of detail into this section, especially if you are newer to teaching. Think through exactly what you will do and say - you may even want to script out your instructions in the earlier stages of your development until you get more comfortable giving them. If you are drawing language out of context, consider exactly how you will get it up to the board. What is your target sentence? The more you plan out exactly what you will do and how exactly you will do it, the smoother your lesson will go.

Whiteboard PlanConsider what you will write up to the board and why. Don´t write something up just for the sake of it only to erase it 2 minutes later. The whiteboard should serve as a record to the students of the lesson taught. Pre-planning what you will put on the board and where will help your lesson be clearer and more organised.

FOR HELP: PLEASE REFER TO SAMPLE LESSON LANGUAGE ANALYSIS (Grammar, Lexis and Functional Language) ON DROPBOX AND PAPER TEMPLATES PROVIDED. ALSO USE YOUR TUTOR´S DEMO LESSON PLAN

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Hot FeedbackCandidate: Date: TP No.

Use the headings to reflect on your lesson. You are required to complete this form for every lesson you

teach.

Aims achievement: To what extent were lesson aims achieved? What did the learners get out of the lesson?

What were the strengths of the lesson?

Problems: Did anticipated problems arise? Were there any unexpected problems? If so, how were problems dealt with?

Classroom & Task Management: Were activities set up effectively and efficiently? Were there any unanticipated problems with tasks of CM in general?

Materials: Were selected materials appropriate and successful?

Personal aims: In which areas was there improvement? Which aspects still need working on?

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Observation of peers: What did you see in a colleague´s lesson that you like and/or would like to try out yourself?

Trainer´s Comment

Trainer´s Signature:

How to Get the Most from Your Intensive CELTA Course

As you have probably heard, 4-week CELTA courses are very intensive. They have to be because there is a lot to cover in a very short time, and participants have to demonstrate specific skills and techniques during Teaching Practice (TP) in order to receive certification. As with all training programs, participants who do not approach their course in the best way will probably not gain the maximum benefit from it.

Jeff Mohamed has been a tutor on over 130 CTEFLA/CELTA courses. Below, he gives advice on what you can do to ensure that you realize your full potential during a 4-week CELTA - and that you enjoy your course!

INTRODUCTORY COMMENTS

Like all good TEFL training programs, CELTA courses require a lot of commitment and a lot of work. If you take a 4-week CELTA course (rather than a part-time one spread over 3 or 4 months), you will find that the course is very intensive: you have classes all day and then spend most of your evenings/weekends doing lesson-planning and other assignments.

Almost all of the people I have trained in intensive CELTA courses say that it was the toughest four weeks of their education. However, almost all of them also say that they really enjoyed the course. Why? Precisely because it was so challenging: A typical comment is that "I never realized that I could learn so much in such a short time."

I hope that the advice given below will reassure people who are thinking of taking a CELTA program, and that it will help them to get the most out of what I firmly believe is the best TEFL training program in the world.

DURING YOUR COURSE

1. Keep the course in proportion.Some people become obsessive during their course: they work through the night, become very emotional, etc. Try to remember that it's only a training course and not group therapy! If you start working through the night or breaking down in tears, there's something wrong with the course or, more likely, with how you're approaching it.

2. Be organized and disciplined RE. paperwork.You will take a lot of notes and will be given a lot of summary, advice and feedback sheets by your trainers. It's easy to get overwhelmed by all the papers that you accumulate. Take care to file all these papers so that you can access them easily. Also, start every evening by reading your notes, handouts and feedback. Keep this revision technique up

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throughout the course to refresh your memory.

3. Be particularly disciplined RE. lesson planning.You will have to plan and teach a series of lessons during your course. When you have a lesson to plan, start by reading through the relevant sections of your notes and of handout sheets given to you by the trainers. Then sit down and start planning your lesson on paper, rather than sit around thinking or worrying about how to plan it. Allow yourself a maximum of 3-4 hours to plan a lesson -- less if you're planning a lesson of only 20-30 minutes.

4. Research language items.Some of your lessons will involve the clarification and practice of vocabulary or grammar items: words, phrases, verb tenses, etc. With these lessons, it is essential that you research the items before you start planning your lesson. (Just about the worst thing that you can do in a classroom is to teach students an incorrect rule, spelling, etc.) So even if you think you totally understand a word, expression or structure, look it up in a dictionary or grammar book and do some background reading.

5. Don't try to reinvent the wheel. The CELTA is a basic training course and you don't need to produce startlingly creative lessons. So don't waste hours trying to think up new activities or materials: Plan simple but effective lessons using/adapting published material and based on example/procedure sheets given to you by the trainers. If you spend too much time on planning, you won't have enough energy left to interact with the students when you teach your lesson!

6. Don't stress out if some lessons go wrong. However hard you work, some of your lessons may go wrong. (If you could produce perfect lessons, why would you be doing the course?) If this happens, remember that mistakes are excellent learning experiences. So don't stress out or become defensive, particularly during the feedback discussions after practice lessons. With help from the trainers and your colleagues, identify what went wrong - and then make a specific effort to avoid making the same mistakes in your next lessons.

7. Get to know the students in your practice classes.The better you get to know your students in your practice classes, the less intimidating they will seem and the easier it will be for you to anticipate and deal with their language problems during lessons. So chat with the students before and after lessons. This is particularly important if you have no TEFL/TESL experience.

8. Learn from lesson observation.You will observe many hours of lessons given by experienced teachers and by your colleagues. It is really important to focus on these lessons because you can learn an enormous amount from them, irrespective of whether the lessons are weak or strong. (You can often learn more from watching a poor lesson than a good one).

9. Don't spend too much time on written assignments.You will have to complete four written assignments during your course. Although you need to pass these, they are of little real importance with regard to your grade you will receive at the end of the course. So avoid spending too much time on them: 3 hours per assignment should be ample. Note: When written assignments fail, it is often/usually because the writers did not follow the directions they were given. So read the directions carefully before you start writing an assignment.

10. Be cooperative and courteous -- and punctual.Even if you feel stressed, be cooperative and courteous to your colleagues, your students, the trainers and the centre's staff. Also, be punctual throughout the course. This is all good practice for how you will be expected to behave as a "real" teacher. Also, your behaviour during the course will affect the grade that you receive and the reference that the centre writes for you afterwards.

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11. Don't obsess about grades.

About 70% of CELTA candidates receive a straight "Pass" grade, while about 22% receive a "Pass A" or "Pass B." In my experience, people who worry about getting an A or B grade often become so uptight that they fail to get the grade they were aiming for. So try not to worry about the grades. (Employers rarely worry about them.) Concentrate instead on getting the maximum benefit from the course and on improving your teaching knowledge and skills.

12. Look after yourself physically.

The CELTA is demanding and so you need to stay fit while you are doing it: the last thing you want to happen is to get sick during the course! So make sure you get enough sleep and enough to eat. Use your free day on the weekends to get out into the fresh air and to get some exercise - apart from keeping you healthy, this will help you to keep the course in proportion.

Adapted from an article by Jeff Mohamed- posted on http://www.teachingenglish.org.uk/blogs/aminn/fri-26-sept-how-get-most-intensive-celta-course

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CELTA Assessment Criteria

UNIT 4 - PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS

4a identifying and stating appropriate aims/outcomes for individual lessons write clear aims know the difference between main and subsidiary aims

4b ordering activities so that they achieve lesson aims sequence the activities/stages of a language focus lesson in one of the ways you have learnt on the course

and so that aims are achieved sequence the activities/stages of a skills lesson in one of the ways you have learnt on the course so that aims

are achieved

4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson choose materials, tasks and activities from course books and other sources that meet your aims create extra materials and tasks when appropriate adapt texts so they are easier or more relevant for your learners adapt tasks so that they either present more or less challenge for learners

4d presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements

make sure your handouts are legible for students remember to put a copyright label on photocopies

4e describing the procedure of the lesson in sufficient detail indicate what the learners will do so it is clear to someone reading the plan indicate what the teacher will do so it is clear to someone reading the plan

4f including interaction patterns appropriate for the materials and activities used in the lesson

identify and state interaction patterns for each stage of the lesson in the procedure of the lesson plan, for example teacher-student, student -student, students work in pairs, students work in groups.

4g ensuring balance, variety and a communicative focus in materials, tasks and activities

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ensure that there is a balance between teacher input and student practice ensuring that there is a balance between teacher-led activity and student-centred activity ensure that there is variety in terms of activity type in the lesson, for example, oral as well as written

practice, listening as well as oral practice ensure that there is variety in terms of materials, tasks and activities in the lesson

4h allocating appropriate timing for different stages in the lessons divide the procedure into clear stages in your lesson plan and indicate how long you think each stage will

take

4i analysing language with attention to form, meaning and phonology and using correct terminology show that you can analyse language in detail for any language focused on in a lesson show how the form will be clarified on the WB or OHT indicate how the concept will be established and checked indicate significant aspects of pronunciation relating to this language

4j anticipating potential difficulties with language, materials and learners list any potential problems for learners with language: form, meaning, pronunciation on the lesson plan cover

sheet list any potential problems for learners with tasks on the lesson plan cover sheet

4k suggesting solutions to anticipated problems show how you plan to deal with potential problems with language and tasks on the lesson plan coversheet

4l using terminology that relates to language skills and sub-skills correctly write aims for skills lessons which relate to developing receptive and productive skills and sub-skills – e.g.

developing skim reading skills, listening for gist

4m working constructively with colleagues in the planning of teaching practice sessions liaise and co-operate willingly and constructively with your peers in supervised lesson preparation

4n reflecting on and evaluating plans in light of the learning process and suggesting improvements for future plans. discuss and note the strengths and weaknesses of your lesson plan after your lesson address weak areas in the planning of future TP lessons

UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT

1a teaching a class with an awareness of the needs and interests of the learner group find out from learners and peers about the needs and interests of learners use this information for selecting materials and activity types where appropriate use this information when setting up pair and group work and dealing with students in open class where

appropriate

1b teaching a class with an awareness of learning styles and cultural factors that may affect learning find out from learners and peers about the cultural backgrounds of learners use this information for selecting materials and activity types where appropriate use this information when setting up pair and group work and dealing with students in open class where

appropriate

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1c acknowledging, when necessary, learners’ backgrounds and previous learning experiences find out from learners and peers about the learning backgrounds of learners find out about the linguistic strengths and weaknesses of learners use this information for selecting materials and activity types where appropriate use this information when setting up pair and group work and dealing with students in open class where

appropriate

1d establishing good rapport with learners and ensuring they are fully involved in learning activities build a positive classroom atmosphere interact naturally with learners before, during and after the lesson maintain eye contact ensure that learners are involved in the lesson during teacher-fronted and learner-centred stages of the

lesson

UNIT 2 – LANGUAGE ANALYSIS AND AWARENESS

2a adjusting their own use of language in the classroom according to the learner group and the context use simple language to give instructions and when explaining keep your simplified language natural reduce teacher talk to an appropriate level

2b identifying errors and sensitively correcting learners’ oral and written language show an awareness of student errors correct learners’ language sensitively during controlled oral practice activities give feedback on oral errors after a communicative activity correct learners’ language sensitively during controlled written practice activities correct freer written tasks set in class or set for homework

2c providing clear contexts and a communicative focus for language provide a context for language by means of text, situation or task using visual aids and realia as appropriate ensure there is a clear link between the context and the target language ensure that the context provides learners with sufficient opportunity for communicative practice

2d providing accurate and appropriate models of oral and written language in the classroom choose natural examples of language from context ensure new language models are natural and accurate when drilling highlight the target language clearly ensure language used on the white board and on worksheets is correct

in terms of spelling and punctuation

2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including phonology) for learners to an appropriate degree of depth

clarify the meaning of language in language-based lessons by using one of the ways you have learnt on the course e.g. concept questions, timelines or a learner-centred task

clarify the form of language in language-based lessons by using one of the ways you have learnt on the course e.g. using the white board or a learner-centred task

clarify the pronunciation of language in language based lessons in one of the ways you have learnt on the course e.g. finger highlighting, highlighting on the white board

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2f showing awareness of differences in register show an awareness of formal, neutral and informal language show awareness of how language changes according to different contexts in which it is used

2g providing appropriate practice of language items provide as much practice in context as possible ensure the practice is appropriate to the target language stage practice activities logically

UNIT 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING

3a helping learners to understand reading and listening texts follow teaching procedures you have learnt on the course for a receptive skills-based lesson ensure an appropriate focus on developing receptive skills and sub skills

3b helping learners to develop oral fluency follow teaching procedures you have learnt on the course for a speaking skills-based lesson ensure an appropriate focus on developing speaking skills and sub skills ensure a communicative focus in speaking activities

3c helping learners to produce written text provide learners with opportunities to practise writing in language-focused and skills lessons ensure an

appropriate focus on developing writing skills and sub skills

UNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISM

5a arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind safety regulations of the institution

arrange the furniture and equipment in the classroom to suit different types of activity

5b setting up whole class and/or group or individual activities appropriate to the lesson type give clear instructions for pair, group, individual and plenary work organise the learners in pair, group, individual and plenary work give an example or demonstration of the task if appropriate

5c selecting appropriate teaching techniques in relation to the content of the lesson recognise different lesson types (skills based, language focus based) and following teaching procedures you

have learnt on the course to achieve the aims of different types of lesson

5d managing the learning process in such a way that lesson aims are achieved ensure that the activities and tasks help reach the aim of the lesson ensure there is an appropriate balance between teacher-fronted and learner-centred activities be sufficiently directive when appropriate keep a low profile when appropriate know when to intervene or not

5e making use of materials, resources and technical aids in such a way that they enhance learning use games, puzzles, pictures, realia, tapes to help students learn and to provide practice use technical aids (OHP, video, projector or sound system) so that they are clear to all

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5f using appropriate means to make instructions for tasks and activities clear to learners use simple language to give instructions for tasks and activities give instructions at an appropriate stage of the lesson give an example or demonstration of the task if appropriate check that learners have understood instructions for tasks and activities

5g using a range of questions effectively for the purpose of elicitation and checking of understanding.Use questions for:

setting context building up information assessing learners’ prior knowledge checking meaning of language items checking understanding of instructions

5h providing learners with appropriate feedback on tasks and activities give learners time to check the answers to tasks in pairs provide feedback on both the content of activities and the language used in them use a variety of techniques in order to give feedback on activities

5i maintaining an appropriate learning pace in relation to materials, tasks and activities keep teacher language and explanation to a minimum allow time for learners to complete tasks without allowing activities to go on too long be aware of when learners are ready to move on to the next stage of the lesson.

5j monitoring learners appropriately in relation to the task or activity listen to learners attentively but unobtrusively during stages of the lesson know when to intervene in learner-centred activities ensure that your attention is spread evenly amongst the learners know when to move on to the next stage of the lesson

5k beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to learners

ensure that you are in the classroom in good time to begin your lesson on time ensure that your materials are prepared in good time to begin your lesson on time ensure that you finish your lesson on time and that you do not exceed your allotted time ensure students are aware of start and finish times as required ensure you pass on any relevant administrative information to learners when required

5l maintaining accurate and up-to-date records in their portfolio update your CELTA 5 booklet each day file TP and assignment documents (in the correct order) in your portfolio each day

5m noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher educators

complete a written self evaluation for each TP lesson noting your strengths and weaknesses incorporate feedback from others in future ensuing TP lessons

5n participating in and responding to feedback evaluate your own lessons, and your colleagues’ lessons, critically but constructively in TP feedback

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suggest strategies for improving weak areas respond positively to comments, suggestions and criticism made by peers and trainers on your lesson make constructive suggestions on your peers’ teaching

This document is an adaptation of a document devised by Craig Thaine at Languages International, Auckland and Graeme Holdaway at Waiariki Institute of Technology, Rotorua, New Zealand.

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Glossary of CELTA Terminology

Accuracy: The use of correct forms of grammar, vocabulary and pronunciation. Achievement test: used to see how well students have learnt the language taught in class.Acquisition noun, acquire verb: To learn a language without studying it.Appropriacy: Language which is suitable or correct in a particular situation. Assessment criteria: The qualities against which a student’s performance is judged.Auditory learner: A learner who remembers things better when they hear them spoken aloud. Authentic material: Written or spoken texts which a first language speaker would read or listen to. Choral drill: the teacher says a word or sentence and the students repeat it together.Class profile: A description of all the students in a class, including their age, ability etc.Closed pairs: Students do pair work with the person next to them and no one else listens. Cloze test: A task in which students read a text with gaps and work out the missing words. Collocation: Words which are used together regularly, e.g. heavy smoker NOT strong smoker.Colloquial: Language used in informal conversations or writing.Communicative Approach: A way of teaching which is based on the principle that learning a language successfully involves communication rather than just memorising a series of rules. Compounds: Nouns, verbs, adjectives or prepositions that are made up of two or more words, e.g. assistant office manager, long-legged, due to.Concept checking: Techniques to check that students have understood new language.Concept question: A question asked by the teacher to make sure that a student has understood the meaning of new language, e.g. He used to live in Paris. Concept question – Does he live in Paris now? Answer – No.Context: 1.The situation in which language is used or presented in the classroom.2. The words or phrases before or after a word which help a student to understand that word.Continuous assessment: A type of testing which is different from a final examination. Some or all of the work that students do during a course is part of the final mark.Controlled practice, restricted practice: When students practise the target language in situations where they have little or no choice of what language they use. The focus is on accuracy.Correction code: A series of symbols a teacher may use to mark students’ writing so that they can correct mistakes by themselves.Deduce meaning from context: To guess the meaning of an unknown word by using the information in a situation and/or around the word to help.Deductive learning: An approach to learning in which students are first taught the rules and then they use these rules in language activities. Diagnostic test: used to identify problems that students have with language. The teacher diagnoses the language problems students have. It helps the teacher to plan what to teach.Diphthong: A vowel combination usually involving a quick but smooth movement from one vowel to another, e.g. / aI/ as in my.Elicit: When a teacher asks careful questions to get students to give an answer.Exploit (material): To use material for a particular purpose.Exposure noun, expose verb: When learners listen to or read language without being consciously aware of it.Extension task: An activity which give students further practice of the target language or the topic of the lesson.Extensive listening/reading: Listening to or reading long pieces of text, such as stories. False friend: A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners’ first language but does not.Fluency: The use of speech at a natural speed without hesitation, repetition or self-correction.Focus on form: To pay attention to language by identifying and practising it.Formal assessment, evaluation: When a teacher judges students’ work through a test and then gives a formal report or grade to students, to say how successful they have been.Function: The reason or purpose for communication, e.g. making a suggestion; giving advice.

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Functional exponent: A phrase which is an example of a function and shows the purpose of the speaker, e.g. Let’s... Gap-fill: An activity in which students fill in the spaces in sentences or texts. Guided discovery: A way of teaching in which teachers provide examples of the target language and then guide the students to work out the language rules for themselves.Guided writing: A piece of writing that students produce after a lot of preparation by the teacher. The teacher may give the students a plan to follow, or ideas for the language to use.Individual drill: the teacher says a word or sentence and one student repeats it alone.Inductive learning: An approach to learning in which students are not first taught the rules of grammar. They work out the rules for themselves by using the language. Information-gap activity: A classroom activity in which students work in pairs or groups. Students are given a task, but they are given different information and to complete the task, they have to find out the missing information from each other.Intonation: The way the level of a speaker’s voice changes, often to show how they feel about something, e.g. if they are angry or pleased. Intonation can be rising or falling or both.Jigsaw listening/reading: A text which is divided into two or more parts. Students have to listen to or read their part, then share their information with other students in order to complete the task. In this way, the text is made into an information-gap activity.Jumbled paragraphs, pictures, sentences: A text in which the paragraphs or sentences or pictures are not in the correct order. The students have to put them into the correct order.Kinaesthetic learner: A learner who learns more easily by physically doing things. L1/L2: L1 is the learner’s first language; L2 is the learner’s second or other language.Language awareness: Understanding the rules of how language works.Learner autonomy: When a student does not need a teacher to learn, but can set their own aims and organise their own study.Learner profile: A description of a student, including their ability and their needs.Learning style: The way in which an individual learner naturally prefers to learn something.Less controlled, freer practice: When students practise the target language more freely, with more choice of what they say and what language they use.Lexical Approach: A way of analysing language that is based on lexical items such as words, multi-word units, collocations and fixed expressions rather than grammatical structures. Lexical set: A group of words or phrases that are about the same topic.Lexis: Individual words or sets of words, e.g. homework, study, whiteboard.Linking: The way different sounds can link into each other in connected speech.Listen/read for detail: To read or listen to a text in order to get meaning out of every word.Listen/read for gist: To read or listen to a text to understand its general meaning or purpose. Matching task: A type of task in which students are asked to pair related things together, for example, match two halves of a sentence, or a word with a picture.Mingle: An activity which involves students walking around talking to other students.Minimal pair: Two words which are different from each other only by one meaningful sound, and by their meaning, e.g. ship, sheep.Mixed ability, mixed level: The different levels of students studying in the same class.Monitor: To watch over students in order to make sure that they are doing what they have been asked to do, and help them if they are having problems.Neutral: A style of speaking or writing that is neither formal nor informal, but in-between. It is appropriate for most situations.Nominate: To choose and name one student to speak or do a particular task.Objective test: marked without using the examiner’s opinion. There is a clear right answer.Open class: When the teacher leads the class in an activity and all students are paying attention.Open comprehension questions: A type of task in which students read or listen to a text and answer questions using their own words.

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Oral test: A test of speaking ability.Pace: The speed of the lesson. Teacher can vary the pace in a lesson by planning different activities in order to keep the students’ attention.Personalisation noun, personalise verb: When a teacher helps a student to connect new words, topics, texts or grammar to their own life.Phoneme: The smallest sound unit which can make a difference to meaning e.g. /p/ in pan, /b/ in ban. Phonemes have their own symbols (phonemic symbols), each of which represents one sound. Placement test: used at the beginning of a course to identify a student’s level of language and find the best class for them.Presentation, Practice and Production (PPP): A way of teaching new language, in which the teacher presents the language, gets students to practise it in exercises or other controlled practice activities and then asks students to use the same language in a communicative way.Pre-teach (vocabulary): Before introducing a text to students, the teacher teaches vocabulary from the text which they think the students do not already know.Problem solving: Students work in pairs or groups to find the solution to a problem. Process writing: An approach to writing, which looks at writing as a process and includes different stages of writing such as planning, drafting, re-drafting, editing, proofreading.Productive skills: When students produce language. Speaking and writing are productive skills. Proficiency test: used to see how good students are at language. The contents of a proficiency test are not chosen according to what has been taught, but according to what is needed for a particular purpose.Progress test: used during a course in order to assess the learning up to that point.Project work: An activity which focuses on completing a task on a specific topic. Students often work in groups to create something such as a class magazine. Raise awareness: To help students understand something that they may not already know. Rank ordering: An activity in which students have to put things into order of importance for a given situation, e.g. they have to decide which four things to take on holiday with them.Rapport: The relationship between the teacher and students. Realia: Real objects such as menus, timetables and leaflets that can easily be brought into the classroom for a range of purposes.Receptive skills: When students read or listen to a text. Reformulation noun, reformulate: When a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. Register: The formality or informality of the language used in a particular situation. Revision noun, revise verb: When a student or teacher looks at language or skills that have already been taught again in order to remember this language better. Role-play: A classroom activity in which students are given roles to act out in a given situation.Scan: To read a text quickly to pick out specific information.Self-assessment: When students decide themselves if they think their progress is good or not.Sentence completion: A type of task in which students are given parts of a sentence and are asked to complete the sentence, using specific target language.Sentence stress: Where different words in a sentence are stressed. In English these are usually the information-carrying words. Sentence transformation: A type of task in which students are given a sentence and have to complete a second sentence so that it means the same as the first.Situational presentation: A way of presenting new language through a simple story or situation. The teacher may use pictures or other aids to help them create the situation.Skill, sub skill: The four language skills are listening, speaking, reading and writing. Each skill can be divided into smaller subs kills that are all part of the main skill, e.g. identifying text organisation.Skim: To read a text quickly to get a general idea of what it is about.Strong/weak forms: If the word is unstressed, the weak form of vowels may be used, e.g. I can (

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/ kən/) speak Italian. The sound /ə/ is called the schwa.Student-centred: When the students are at the centre of the activities and have the chance to work together and think for themselves.Subjective test: marked using the examiner’s opinion about the quality of the answer. The answer is not simply right or wrong.Substitution drill: the teacher provides a sentence and a different word which the student must use in exactly the same structure, e.g. Teacher: I bought a book. Pen. Student: I bought a pen.Target language: The language which is the focus of the lesson or a part of the lesson. It could be grammar, lexis, functions or pronunciation.Task: An activity which students complete which has a definite result. Task-based Learning (TBL): A way of teaching in which the teacher gives students meaningful tasks to do. The teacher may ask students to think about the language they have used to do the tasks, but the main focus for students is on the task itself. Teacher-centred: When the teacher is at the centre of most stages of the lesson, controlling the lesson from the front of the classroom.Teacher role: The way a teacher chooses to manage the classroom, e.g. a teacher can choose to take a controlling role, at the front of the class or to take a less controlling role.Teacher talking time: The total time in a lesson that a teacher speaks.Test-teach-test: A way of teaching new language. The teacher asks students to do a task without giving them any help, to see how well they know a certain piece of language (this is the first test). The teacher then presents the new language to the students (teach), then asks the students to do another task using the new language correctly (this is the second test).Time line: A diagram that shows learners the relationship between tense and time. Transformation drill: the teacher says a word or a sentence and the student answers by changing the sentence into a new grammatical structure, e.g. Teacher: I bought a pen. Student: I didn’t buy a pen. Teacher: I went to the cinema. Student: I didn’t go to the cinema.Tutorial: When a teacher talks to a student individually or a small group of students to give feedback on their progress in the class.Visual learner: A learner who finds it easier to learn when they can see things written down.Voiced sound/unvoiced sound: A voiced sound is a way of pronouncing sounds with vibration (voiced) or without vibration (unvoiced) in the throat. Warmer: An activity a teacher uses at the beginning of a lesson to give the class more energy.Word map: (mind map) A way of recording vocabulary on the same topic in a diagram. Word stress: is the pronunciation of a syllable with more force than the surrounding syllables.

Adapted from 2005 TKT Terminology – UCLES Cambridge ESOL

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CELTA Book List

This is not intended to be a reading list for the course, although it will be useful to you to be familiar with as many of these books as possible. Some books will be needed for your written assignments or to research grammar points. You may wish to use some of the supplementary titles in place of your course book for your teaching practice. Most titles are available in the CELTA library, though we cannot guarantee to stock them all.

Title Author Publisher

General Teaching Methodology

* Learning Teaching Scrivener, J. HeinemannThe Practice of English Language Teaching Harmer, J Longman*How to Teach English Harmer, J LongmanTeaching Practice Gower, R. et al Macmillan

Language Reference

**Grammar for English Language Teachers Parrott, M. CUP

Learner English Swan, M. & Smith, B. CUPDictionary of Language Teaching & Applied Linguistics Richards, J. & Schmidt, R. Longman

**Practical English Usage Swan, M. OUPHow English Works Swan, M & Walter, C OUPAbout Language Thornbury, S. CUPEssential Grammar in Use Murphy, CUPEnglish Grammar in Use Murphy, CUPAdvanced Learner's Dictionary CUPElementary Dictionary LongmanCambridge Grammar of English Carter,R CUP

Grammar Presentation and Practice

The Anti-Grammar Grammar Book Hall, N. & Shepheard, J. ELB PublishingHow to Teach Grammar Thornbury, S. LongmanGrammar Games Rinvolucri, M. CUPGrammar Practice Activities Ur, P. CUP

Pronunciation

Sound Foundations Underhill, A. MacmillanPronunciation Games Hancock, M. CUPNew Headway Pronunciation Book Pre-Intermediate Soars, L. &Soars, J. OUP

New Headway Pronunciation Book Up-Intermediate Soars, L. &Soars, J. OUP

Tree or Three? Baker, A. CUP

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Title Author Publisher

Vocabulary

Vocabulary Morgan, J &Rinvolucri, M. OUPHow toTeachVocabulary Thornbury, S. LongmanA WayWithWords 1 Redman, S. CUPA WayWithWords 2 Redman, S. CUP

Productive Skills

PairWork 1 Watcyn-Jones, P PenguinBooksPairWork 2 Watcyn-Jones, P PenguinBooksRole Play PorterLadousse, G. OUPKeep Talking Klippel, F. CUPIntermediate Communication Games Hadfield, J. LongmanSpeaking Extra Gammidge, M CUPWriting Hedge, T. OUPHow to Teach Writing Harmer, J LongmanWriting Extra Palmer, G CUPReading Extra Driscol, L CUPListening Extra Craven, M CUPDictation Davis, P &Rinvolucri CUP

Receptive Skills

Reading Extra Driscol, L CUPListening Extra Craven, M CUPDictation Davis, P & Rinvolucri CUP

Miscellaneous

Multiple Intelligences in EFL Puchta, H. & Rinvolucri, M. Helbling LanguagesFive-Minute Activities Ur, P. CUPDrama Techniques Maley, A. CUP

1000+ Pictures for Teachers to Copy Wright, A. Longman

Classroom Dynamics Hadfield, J. OUP

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FAQs

How many lessons do I need to get an ‘Above Standard’ on to receive a Pass B/A grade?

There is no specific number required. To achieve an enhanced grade, you must demonstrate to your tutors and the assessor a general ability above what is required to pass the course. This should include language and skills lessons.

How many lessons can I fail and still pass the course?

Again there is no specific number. You must demonstrate an ability to execute the areas listed in your CELTA 5. If you fail a lesson then you must demonstrate this ability in a subsequent lesson or in a written assignment. By the end of the course, you should have demonstrated work in all these areas.

If I only need to pass 3 lessons more, is it OK to not do one if I have already passed 3?

This is dangerous as you need to demonstrate an ability in all the areas listed in the CELTA 5 to pass the course. If you have been weak in any areas in your teaching, then you can make up for it in your written assignment. If you don´t complete all assignments, you run a higher risk of not passing the course.

What do I need to bring with me to Assisted Lesson Planning?

You should always have read through your assigned pages and made an attempt to plan a lesson. At the beginning of the course we will help you more with structuring the lesson. By the end of the course, we expect a completed lesson plan ready to go through.

I´m a non-native speaker – do I have to have perfect English?

No, you should have a high-level of English but it is possible to occasionally use non-standard English and still be successful on the course. That said, it is important that your students get accurate models of language, so you must ensure the language that you are teaching and the examples you give are completely accurate. Your written assignments must also be clear with no errors. If you are unsure of this, we advise you have someone help you check it before submitting.

I didn´t get a lot of sleep last night and am feeling a bit under the weather. Is it OK if I take the day to rest and come in for TP tonight?

All the information you receive on the course is important and it is assumed that you will attend 100% of the course. The only exceptions to this are real family emergencies and serious illness. Please learn to manage your time so you are able to fulfil this obligation.

Why does one tutor tell me my lesson was good and then when I do the same thing with the other tutor, it´s not OK anymore?

First of all, remember that the assessment criteria increases as the course goes on, so lessons that were ´To Standard´

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in the first week or two may now be ´Below Standard´ for the second half of the course. Also bear in mind that while tutors agree on the fundamental principles, they may have different areas of expertise or focus. Having two different perspectives is meant to help you get well-rounded feedback over the duration of the course. Please try to look at this as an opportunity for growth.

I´m feeling very behind with my course work – is it OK if I get some of my own lesson-planning done while watching my colleagues´ lessons?

Absolutely not! Though sometimes it is tempting to do your own work while your colleagues are teaching, doing so could cause you to miss out on one of the best learning opportunities of the course. When you are teaching yourself, it can be difficult to notice individual students or really be able to notice what went wrong in a lesson. By watching your colleagues teach, you can learn a lot that you can take with you into your own lessons. Everyone is also expected to participate in TP Feedback the following morning – this is important to your own development and is an area you are assessed on.

Will you help me with finding jobs once the course is finished?

We do not have a formal placement service, but we will have an input session on finding work during the second half of the course. This session gives you suggested websites to start your search as well as providing information on what to look for in a school, how to negotiate contracts, etc. Let us know If you are looking for a job locally.

How long will it take to receive my CELTA certificate when the course ends and what can I use to start applying for jobs while I´m waiting?

The Cambridge CELTA certificate will take about 2 months to arrive. We will send you your certificate, or you can arrange to collect it from the school. In the meantime, you can use the provisional grading letter provided by us at the end of the course to start applying for work. Please do not ask your tutor or school for a reference. Your end of course report, written by your tutors, is intended to be used for this purpose.

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